The concept of “children with disabilities” covers the category of persons whose life activities are characterized by any restrictions or lack of ability to carry out activities in a way or within the framework considered normal for a person of a given age. This concept is characterized by excess or insufficiency compared to the usual in behavior or activity; can be temporary or permanent, as well as progressive and regressive. According to T.V. Egorova, children with disabilities are children whose health condition prevents them from mastering educational programs outside of special conditions of education and upbringing. A violation or deficiency can occur suddenly after an accident or illness, or it can intensify over a long period of time, for example, due to exposure to unfavorable environmental factors or a long-term chronic disease. A deficiency or disorder can be eliminated (in whole or in part) by medical and (or) psychological, pedagogical, social means or reduced in its manifestation. The variability of developmental deviations in preschool children has a wide range: from a state borderline with mental retardation to “pedagogical neglect” or mild manifestations of social maladaptation. Moreover, such a pronounced range of differences is observed not only in the group with disabilities as a whole, but also in each category of children included in it. Different children suffer from different components of their mental, psychological and physical functioning. The difficulties experienced by children with disabilities are caused by deficiencies both in the regulatory component of mental activity (lack of attention, immaturity of the motivational sphere, general cognitive passivity and reduced self-control) and in its operational component (reduced level of development of individual mental processes, motor impairments, performance). Children diagnosed with mental retardation are eligible for admission to preschool educational institutions and groups for children with disabilities.
The main indication for use is: mental retardation of cerebral-organic origin; ZPR according to the type of constitutional and psychophysical infantilism; ZPR of somatogenic origin; Mental retardation of psychogenic origin (mental infantilization).
So what is mental retardation?
This is a special type of abnormal development, which is characterized by a slow pace of development of one or more mental functions, which, in most cases, are compensated under the influence of medication, special correctional training and under the influence of the time factor.
The problem of studying and correcting mental retardation of preschoolers in our country is being dealt with by modern researchers and teachers: Lubovsky V.I., Lebedinsky V.V., Pevzner M.S., Vlasova T.A., Pevzner M.S., Lebedinskaya K.S. ., Zhukova N.S., Mastyukova E.M., Filicheva T.B., Vlasova T.A., Vygotsky L.S., Boryakova N.Yu., Ulienkova U.V., Sukhareva G.E., Mastyukova E.M. ,Markovskaya I.F. , Zabramnaya S.D. , Glukhov V.P., Shevchenko S.G., Levchenko I.Yu. and others.
Outstanding teachers and psychologists note that in children with mental retardation, in most cases, perception, attention, thinking, memory, and speech are impaired.
Children with mental retardation often have potentially intact intellectual development capabilities, but they are characterized by impaired cognitive activity due to immaturity of the emotional-volitional sphere, motor disinhibition or lethargy. Insufficient expression of cognitive interests in children with mental retardation is combined with immaturity of higher mental functions: memory, attention, poor coordination of movements. In children of this category, all the main mental neoplasms of age are formed with a delay and have a qualitative originality. They are characterized by significant heterogeneity of the disturbed and intact links of mental activity, as well as a pronounced unevenness in the formation of different aspects of mental activity. Such children do not have disorders of individual analyzers and major lesions of brain structures, but are distinguished by the immaturity of complex forms of behavior, purposeful activity against the background of rapid exhaustion, fatigue, impaired performance; the basis of mental retardation is an organic disease of the central nervous system.
Age-related psychological characteristics of preschoolers 5-6 years old with mental retardation.
- low level of perception development (compared to normally developing peers);
- deviations in the development of attention: instability, absent-mindedness, low concentration, difficulty switching;
- uneven performance;
- deviations in the development of memory: a noticeable predominance of visual memory over verbal, greater preservation of involuntary memory compared to voluntary, insufficient volume and accuracy of memorization;
- A pronounced lag and originality is also found in the development of cognitive activity: children do not have ideas about primary colors, geometric shapes, time and space.
- Stage-by-stage control over the activity being performed is impaired: they often do not notice the discrepancy between their work and the proposed model, and do not always find the mistakes made, even after asking an adult to check the work done.
- the need to communicate with both peers and adults is reduced.
- speech disorders: some use preverbal means of communication, others use a simple phrase, agrammatic, structurally impaired;
Age-related psychological characteristics of preschoolers 6–7 years old with mental retardation.
- poor health and a reduced level of physical and psychophysical development;
- motivational readiness is not formed. Even if a child wants to go to school, he is more attracted to educational paraphernalia - at school he will play, not study;
- there is a low level of emotional-volitional readiness. The child cannot obey the rules of discipline and is incapable of prolonged intellectual effort;
- all structural components of educational activities have not been formed;
- have difficulty completing tasks related to the development of fine motor skills;
- involuntary attention is developed much better than voluntary attention;
- discrepancy between the level of visually effective operations and verbal-logical thinking;
- Emotional contacts with close adults may be disrupted; children are poorly oriented in moral and ethical standards of behavior.
Delayed mental development can be corrected with specially organized training and education of the child by specialists
Qualitative indicators characterizing the emotional sphere and behavior of the child:
- characteristics of the child’s contact;
- emotional reaction to the examination situation;
- reaction to approval;
- reaction to failures;
- emotional state while performing tasks;
- emotional mobility;
- communication features;
- reaction to the result.
Qualitative indicators characterizing the child’s activity:
- presence and persistence of interest in the task;
- understanding instructions;
- independence in completing a task;
- nature of the activity (purposefulness and activity);
- pace and dynamics of activity, features of regulation of activity; •performance;
- organization of assistance.
Qualitative indicators characterizing the characteristics of the child’s cognitive sphere and motor function:
- features of attention, perception, memory, thinking, speech;
- features of motor function.
The most successful and effective method in working with children with mental retardation, both in frontal correctional and developmental classes and in individual work, is a didactic game. A didactic game is defined by the name itself - it is an educational game. It helps the child gain knowledge in an easy, accessible and relaxed manner. It is through didactic play, as the main method of correctional work, that the knowledge provided by the program and necessary in preparing children of this category for schooling occurs. Therefore, the author of the manual begins his methodological recommendations with the methodologically correct use of didactic games in correctional work with children with mental retardation.
Recommendations for the use of didactic games in working with children with mental retardation.
1. It is recommended to use didactic games as widely as possible in frontal correctional and developmental classes, in individual lessons, as well as in various routine moments in a compensatory group for children with mental retardation.
2. Didactic games should be accessible and understandable to children and correspond to their age and psychological characteristics.
3. Each didactic game should have its own specific learning task, which corresponds to the topic of the lesson and the correctional stage.
4. When preparing for a didactic game, it is recommended to select goals that contribute not only to the acquisition of new knowledge, but also to the correction of the mental processes of a child with mental retardation.
5. When conducting a didactic game, it is necessary to use a variety of visuals, which must carry a semantic load and meet aesthetic requirements.
6. Knowing the characteristics of children with mental retardation, for a better perception of the material being studied using a didactic game, it is necessary to try to use several analyzers (auditory and visual, auditory and tactile...).
7. The correct balance between play and work of a preschooler must be maintained.
8. The content of the game should become more complex depending on the age groups. In each group, a sequence of games should be outlined that become more complex in content, didactic tasks, game actions and rules.
9. Game actions need to be taught. Only under this condition does the game acquire an educational character and become meaningful.
10. In the game, the principle of didactics should be combined with entertainment, jokes, and humor. Only the liveliness of the game mobilizes mental activity and makes it easier to complete the task.
11. A didactic game should activate children’s speech activity. Should contribute to the acquisition and accumulation of vocabulary and social experience of children.
12. It is recommended to select didactic games that have a positive emotional connotation, develop interest in new knowledge, and make children want to engage in mental work.
| Mental processes | Games and exercises |
| Development of attention | 1. “Clap your hands if you hear a word denoting an animal” tree, hare, stove, chair, pie, car, cat, boots, lalya, board, wolf, bear, parrot, trunk, elephant, monkey, cow, elk, chicken, stork, goat, ostrich. 1.1 “Stand up if you hear a word for a plant” stove, chair, pie, car, cat, boots, doll, board, wolf, bear, parrot, trunk, elephant, monkey, cow, elk, chicken, cactus, sable, pear , flower, birch, willow, grandfather, dress, baby, lilac, carnation, grass, leaf, water, frog, apple, cow, lily, bush, palm tree. 1.2 “Clap your hands if you hear a word for an animal; stand up if you hear a word for a plant.” hare, tree, stove, chair, pie, car, cat, boots, dolla, board, wolf, bear, parrot, trunk, elephant, monkey, cow, elk, chicken, cactus, sable, pear, flower, birch, willow, grandfather, dress, baby, lilac, carnation, grass, leaf, water, frog, apple, cow, lily, bush, palm tree, stork, goat, ostrich. 2. "Find the differences." A series of plot pictures. The adult shows cards with two different images. For example, a bird and a pencil and children must name what is depicted and what is the difference (alive, not alive, edible or not, etc.) 3. “What’s wrong?” The adult names the sentences, and the children must evaluate and say what is wrong. If they agree, they clap their hands, if not, they stomp their feet. Sasha visited his grandmother and was so happy that he was offended by her. The dog has a lilac tail. Lena really likes Seryozha, so she beats him. All children love candy. Tomorrow is New Year. It snowed in the garden today. All children love their mother. The snow is lilac. Mom doesn't like ice cream. The earth is flat. Flowers don't bloom in spring. Cartoon parrot Kesha. Visiting yogurt. (yogurt) Two cheerful rabbits lived with grandma. 4. “What did the artist intend?” The psychologist gives children half-drawn pictures of a fairy-tale forest with trees and bushes. Then the children are invited to complete the drawings and tell everyone about their forest. 5. “What’s left unfinished?” The psychologist gives each child a drawing in which some element is missing and asks the children to complete the missing element. For example: a teapot without a handle, a rooster without a tail, an umbrella without a cane, a fox without a paw 6. “Draw 10 triangles, fill in the 3rd and 5th triangles with a red pencil.” 7. “Put the dots on your card the way you saw them.” The psychologist gives each child squares divided into four each and asks them to repeat the pattern of dots, having previously shown them to the children. 8. “Find a pair”, “Find the same one”. - a didactic game using stimulus material in the form of cards depicting identical and different objects, vegetables and fruits or animals. 9. “Color the fruit” (as soon as negligence is shown, the work stops) Children are given pictures with black and white images of vegetables and fruits and are asked to color only the fruit with the appropriate color. 10. “Copying a sample” Children are asked to create a path or pattern from figures, they start with 3-4 elements, when each child gets comfortable with such a task, they complicate it by adding more details. Next, you need to ask the children to look at the pattern and turn away. The teacher changes the pattern and asks to restore it. A more complicated option: remove the track from view and offer to re-lay it out. 11. “Find the same object.” On the table there are drawings cut out of cardboard; one of them shows a circle, the other a square, a triangle, etc. children are asked to find a pair. 12. “Drawing sticks” The teacher gives the child a sheet of paper and a brush and asks him to draw his mood using colorful sticks. Then he asks you to draw the mood of mom, dad, cat, etc. 13. “Arrange the icons” The psychologist gives each child a sheet of paper in a box and asks him to repeat the pattern of icons in each box according to the sample presented; you can make it more difficult by giving the task to reproduce from memory |
| Development of perception | 1. “Name the figure” An adult presents different geometric figures and asks them to name what shape, color and size, asks them to sort the samples by color and shape. 1.1 “Geometric Lotto” - a didactic game of assembling geometric shapes from parts 1.2"Draw a figure that I will name" 1.3 “Color in the shapes” The child is shown a card with geometric shapes of various sizes depicted on it. Then, he is given the task of connecting similar shapes with arrows and coloring in the largest and smallest ones. 2. “What figures does the object consist of?” (variability), Children are shown a cube, a parallelogram and a cylinder and asked to suggest options for the geometric shapes that make up three-dimensional figures 3. “Make a whole from parts (with geometric shapes) (variability)” The teacher shows the paper: “Look, I have one large sheet of paper. (Hands out the same sheet of paper to everyone.) You have the same sheets. Now it looks like there are a lot of small leaves. (Tears off pieces and places them on trays, takes clay.) This is a large piece of clay. (Distributes the same to the children. With a pinch, he tears off small pieces of clay and places them on trays. Invites the children to repeat the actions.) Now I will have one large piece of clay. (Crushes all the pieces.) Make one piece of clay.” Children imitate the actions of an adult. 4. “Drawing pictures consisting of geometric shapes” 4.1 “Who will find the most triangular, round, cube-shaped, etc. objects in a group.” 5. “Complete the figures” The teacher gives the children an image of unfinished geometric figures and asks them to first name them, and then complete the drawings of these figures. 6. “Guess what the artist wanted to draw?” The psychologist gives each child a drawing in which some element is missing and asks the children to complete the missing element. For example: a butterfly without a wing, scissors without a handle, a tree without leaves, a flower without petals, etc. 7. “Rainbow round dance” The teacher demonstrates the magical play of colors, teaching children to mix colors, asking them to draw a rainbow with him. “Every (red) hunter (orange) wants (yellow) to know (green) where the (blue) pheasant (purple) sits. 8. “Let’s clarify the color of objects (variability)” The teacher demonstrates colored objects of different shapes and sizes and asks the children to name the object and shape, color and find more objects of the same color in the office. 9. “Color Lotto” is a didactic game of laying out patterns of the same color, you can use a mosaic. 10. “Find 5 objects of the same color” (variability). The teacher asks the children to find five objects around them of the same color and draw one of them on a piece of paper with a pencil of the same color. 11. “Looking at the clock, the movement of the second hand” 12. “Sit quietly and get up when the minute is over (according to the child)” - an exercise on the perception of space and time. 13. “Do it in 1 minute: cut the paper into strips (pre-lined sheets of paper, the width of the strips is 3 cm; draw shapes; put the sticks in a box, etc.).” 14. Conversation using pictures (parts of the day) - didactic pictures according to the time of day, night, morning - evening. 15. “Arrange the pictures” Children are asked to arrange the pictures by season and by time of day. 16. “I’ll start, you continue, name the days of the week!” Studying the days of the week, how many days are in the week, month, how many months in the year. 17. “Guess the season from the description (variability)” The teacher presents pictures of the seasons and asks to tell what is depicted, then hands out exactly the same “broken pictures” and asks to collect them 18. Guessing riddles about the seasons The maple leaves turned yellow. Swift-winged swifts have flown to the countries of the south. What month is it, tell me! Answer: August She comes with affection and with her fairy tale. He will wave his magic wand, and the snowdrop will bloom in the forest. Answer: Spring Every year they come to visit us: One is gray-haired, the other is young, the third is jumping, and the fourth is crying. Answer: Seasons The tree grew from the ground to the sky. There are twelve branches on this tree. There are four nests on each knot. Each nest contains seven eggs. And the seventh is red. Answer: Year, months, weeks, days I have a tree, It has twelve branches; Each branch has thirty leaves; One side of the leaf is black, the other is white. Answer: Year, months, days, nights The sun is shining, the linden tree is blooming. The rye is heading, the wheat is turning golden. Who can say, who knows, When this happens? Answer: Summer Twelve brothers, neither father nor mother. They follow each other, but don’t come to visit. (months) 19.Memorizing poems The mother came up with names for her daughters, Here are Summer and Autumn, Winter and Spring. Spring comes - the forests turn green, and bird voices ring everywhere. And Summer has come - everything is blooming under the sun, And ripe berries are asking to be eaten. The generous Autumn brings us fruits, The fields and gardens give us harvests. Winter covers the fields with snow. In winter the earth rests and sleeps. 20. Conversation about the seasons Questions: What seasons do you know? When does it snow outside? When do the buds bloom on the trees? At what time of year do swallows fly south? 21. “Name the time of year” Didactic game time of year. The sun is shining, the linden tree is blooming. The rye is heading, the wheat is turning golden. Who can say, who knows, When this happens? Answer: Summer 22. “Show your right, left hand, leg, ear, etc.”, 23. “Where does the bear sit? What toy is in front of (left, right, behind) the bear?” 24. “Draw a circle in the center, a triangle on the right, etc.” 25. “Tell me where, what kind of toy is?” 26. “Look and find round objects” 27. “Who can name more? 28. “Name all the objects that were “hidden” The teacher lays out a group of objects in front of the children, for example vegetables made of plastic, the children name these vegetables, then the teacher asks the children to close the gas, and at the same time he hides some of the objects, on command they open their eyes and say what gone. |
| Development of thinking | 1. “Rank in order (from largest to smallest, etc.)” using nesting dolls, cubes, pyramids and geometric shapes. 2. “The fourth wheel” - a didactic game with pictures 3. “Find the differences” A series of plot pictures. An adult shows cards with two identical images, with minor differences, and then different images of objects. For example, a bird and a pencil and children must name what is depicted and what is the difference (alive, not alive, edible or not, etc.) 4. “Name the words for trees; words related to sports, etc.” 4.1 “How can this be used?” The teacher presents the children with sports equipment or household items (bucket, dishes, shovel, skittles, ball) 5. “Say the opposite” mother, brother-tarb, tree-overed, owl-avos, cat-tok, falcon-lokos, colossal, house-mod, etc. 6. “It happens - it doesn’t happen” A green frog A parrot without wings A notebook without sheets A mug without a handle Snow in summer Yellow flowers in a winter forest, etc. 7. Making riddles. Two fidgety neighbors Day at work Night at rest (Eyes) Always in the mouth, not swallowed (Tongue) Bent like a roll, You can’t bite and you can’t pass (lock) Four brothers are running along the same road, but will not catch up with each other (Wheels) No eyes, no ears, but helps to walk (cane) What is more valuable than money? (health) If it falls, it jumps, if you hit it, it won’t cry (ball) The baby is dancing, only one leg (spinning top) |
| Memory development | 1. “Look carefully at the figure, remember and make the same one” (laying out sticks of one color or several colors). The psychologist gives each child a box of sticks (matches). and together with the children he lays out a window, letters, a door, a house from matches. When the guys master it, you can complicate the task by giving it time to whoever is faster. 2. “I put it in the bag” (the first player names the word, the second repeats the previous word and names his own, etc.), 3. “Look and do.” 1. The teacher shows the children pictures and quickly removes them. Children must name from memory what they saw. 2. Slap your hands or a pencil on the table several times. Children must say how many times. 3. A rhythmic knock is made (with a stick on the table). Pupils are required to repeat it. 4. Some movement is made. Children must repeat it from memory. 5. The children are blindfolded, the teacher touches him. Children must determine how many times it was touched. 4. “Pictogram” (memorizing words) “Now you will be presented with words that need to be reproduced in an hour. To memorize each word, you must make some simple drawing that will help you remember the original word. You should draw not the concept itself, but a drawing that reminds you of it. The quality of the drawing does not matter. Tree, doll, fork, flower, telephone, glass, bird, coat, light bulb, picture, person, book. 5. “Retell the fairy tale (short story)”, conversation about the work with clarifying questions Reading the fairy tale “Sneak Boy” In one of the kindergarten groups, where there were a lot of good toys and friendly children, the following story happened. There were a lot of guys in the group, and they were all kind, cheerful and polite. And among them there was one boy who looked similar to the others. His parents called him Kolya, and his children called him Yabeda. He hardly played, but only looked to see where someone took something without asking or pushed someone, and immediately ran to the teacher and told her about it. He expected to be praised, but this did not happen. The teacher even scolded him. But Kolya did not understand why this was happening, and continued to gossip, each time thinking that now he would definitely be praised. The children did not like him and refused to play with him. And one day they decided that they would not talk to him, but would play so that he could not see. So they did, and the boy became completely bored. He didn’t know what to do, what to do, what to tell the teacher. He even cried, and no one took pity on him. Discussion of the fairy tale: What did each of you understand? Why was the boy called a sneak? 6. “10 words” (memorizing words using a semantic system: linking words into one story) Remember the words and come up with a story: cake, birthday, fun holiday, balloons, gift, guests, fun, smile. |
| Development of imagination and creativity | 1. “Pantomime” (depict any object with gestures, facial expressions) 2. “Complete the drawing” The psychologist hands out half-drawn pictures of dishes or fruits to the children. 3. “Drawing by points” 4. “Combination” (drawing or designing objects from geometric shapes) 5. “What will happen if …” Snow falls in the summer. The sun will not warm. The stars will stop shining. Place the ice cream in the oven Mix paints of different colors... etc. |
| Development of fine motor skills of the hands | Complex No. 1 (gymnastics) 1. Straighten your hand, close your fingers tightly and slowly squeeze them into a fist. Perform with each hand alternately 2. Place your hand firmly on the table, palm down, and bend your fingers one by one: middle, index, thumb, little, ring fingers. Perform alternately with each hand. 3. Straighten the hand and alternately attach the ring finger to the little finger, the middle finger to the index finger. 4. Clench your fingers into a fist and rotate the hand in different directions. First, alternately with each hand. Then - with both hands at the same time. 6. Place your hands palms up. The child raises his fingers one at a time, first on one hand, then on the other. Repeat this exercise in reverse order. 7. Palms lie on the table. The child alternately raises the fingers of both hands at once, starting with the little finger. 8. The child holds the pencil with his middle and index fingers. Flexes and extends these fingers. 9. Place ten to fifteen pencils or sticks on the table. The child tries to collect all the pencils (sticks) with one hand. In this case, you cannot help with your other hand and you must try to take pencils one at a time. Instead of pencils, encourage your child to collect buttons, polka dots, and other small parts. 10. The child holds the pencil between the middle and index fingers. Then he performs movements so that first the middle finger is on top, and then the index finger. 11. Give the child two small balls or two walnuts and ask him to roll them between his palms (fingers straight) in one direction and the other. Now let the child try to roll them with the fingers of one hand, rotating them in one direction or the other. 12. Show your child this exercise: quickly touch your thumb with your fingertips. In one direction, starting with the little finger, and in the other direction - with the index finger. On one hand, on the other, on both at once. 13. The child repeats after you various finger movements: a) raise your hands up, straighten your fingers, cross your index and middle fingers; b) and now the ring finger and little finger cross; c) make rings: from the index and thumb, from the middle and thumb, etc.; 14. Thumb and index fingers of the left hand in a ring. Rings from the fingers of the right hand are alternately passed through it: thumb - index, thumb - middle, etc. This exercise can be varied by changing the position of the fingers. All fingers are involved in this exercise. Complex No. 2 (Games for developing fine motor skills of the fingers) And gra "Scallop" Clasp your fingers together. The ends of the fingers of the right hand press on the top of the back of the palm of the left hand, bending it so that the fingers of the left hand stand up like a cock's comb. Then the fingers of the left hand are pressed on the back of the right hand - and the fingers of the right hand turn into a cockscomb. Game "The cat lets out its claws" Press the pads of your fingers towards the top of your palm. Then quickly straighten and spread your fingers. Game "Ladder" The nail of the thumb of the left hand rests on the pad of the thumb of the right hand - the first two steps are ready. The tip of the right index finger rests on the thumb of the left hand, and the left index finger on it - two more steps are ready. The tips of all fingers lie on top of each other in turn, the little fingers being the last. So the staircase was built. Game "Run" The index and middle fingers are straightened, the remaining fingers are pressed against the palm. Moving his fingers, the little man runs to the opposite edge of the table. The same exercise for the index and ring fingers. Fast Spin Game Interlock your fingers (only your thumbs are not interlocked). Make rotational movements around each other with your thumbs, faster and faster. And gra "Rings" Place the tip of the little finger on the tip of the thumb - this is a small ring. Then a new ring: the tips of the ring and thumb touch; middle and large and finally - index and thumb - this is a large ring. Repeat everything on the other hand. Game “Sun, fence, pebbles” Raise your hands up, the fingers of both hands are straightened and spread wide - this is the “sun”. Now press your fingers tightly together and straighten - this is a “fence”. Clench both hands into fists - these are “pebbles”. At your command: “Sunshine”, “Fence”, “Pebbles”, a child (group of children) points with his fingers: the sun with outstretched fingers, a fence with straight fingers, or pebbles - fists. At first this exercise is performed at a slow pace, then faster and faster. To complete this task, the child must be extremely attentive. As your child masters the exercise, introduce more complex elements: change the sequence and speed of pronouncing command words. Game "Castle" There is a lock hanging on the door (the fingers intertwine, interlocking into the lock) Who could open it? Pulled (elbows spread to the sides, fingers remain intertwined Twisted (the hands rotate in different directions without releasing the fingers) Tapped (tapping the bases of the palms against each other) And they opened it! (fingers straighten, arms move in different directions) |
Literature:
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